Page 117 - Literacy Based Speech Language Therapy Activities Digital Version

Literacy Based Intervention Templates

Building Story-Telling Abilities

So how do we get there? In order to teach a child to produce such a dramatically complex story, we
have to break the story down into its components, teach the components, and then sew it back
together. If you have students who are high functioning, go ahead and start with the 4-Part Story-

Telling Template. If they are younger, more impaired, or have holes in their story, take a detour with
me through three activities and then we will arrive back at the 4-part story. We first need to know
how to:

 Sequence and use cohesive elements
 Answer “WH” questions

Sequencing and Use of Cohesive Elements
Regardless of age, most children rapidly learn how to put a story in the right order. Further, most

students use some form of cohesive elements. Typically, it is saying “and” while they are thinking of
what to say next. Some use “and then” to start every single sentence. When students do not
sequence story events or use cohesive elements, it is often something that they simply need to learn.

Sequencing
We first need to know whether a child can sequence. The easiest way to do this is to photocopy 4

pictures out of your storybook. Put them on the table and ask the student to put them in the right
order. If they get it correct, move on. If they are not in the right order, teach the child how to use
the book to check his work. REMEMBER, our end goal is independence. Teach them how to open
the book and check their work. Yes, you can buy sequencing cards in box sets. But how does a child

using these sets know if he is right or wrong? He can’t unless you tell him. Use a book and he can
figure it out on his own. This is empowerment!

Cohesive Elements
On the front end, I am pretty strict about using FIRST-THEN-AFTER-(AT) THE END

(PRIMERO-LUEGO-DESPUÉS-AL FINAL). Students can add more elements such as
“afterwards” or put them in a different order eventually. However, we are after consistency, high
repetition, and a minimally-viable story to begin with.

If I have a group that cannot successfully use cohesive elements, we abandon the books for a week

and focus solely on learning these four words. I put 4 pieces of tape on the floor outside of my
office and we jump chanting FIRST-THEN-AFTER-THE END in unison.

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